문제중심학습을 활용한 노동법 수업 설계와 운영

Abstract

Due to recent social changes, various teaching-learning methods are being attempted in university education, and interest in problem-based learning(PBL) is also increasing. PBL is drawing attention as a learning method in which learners develop creativity, critical thinking, communication, problem-solving, and collaboration skills by solving ill-structured problems through self-directed learning and collaboration. Labor law classes were conducted this semester using PBL, and it was confirmed through objective evaluation that students’ achievement increased significantly compared to theoretical lectures. In particular, the increase in the top students was very large, and the middle students also rose overall. However, it was found that the number of students in the upper middle decreased slightly, and the number of students in the lower ranks decreased very significantly. The decline in academic achievement of lower-ranked students is attributed to an increase in the proportion of foreign students, and in the case of upper-middle-class students, they are accustomed to memorization through theoretical lectures rather than PBL. Over the past decade or so, as the law education has shifted from undergraduate to Law School, law education in undergraduate courses has greatly shrunk. This is raising concerns about the monopoly of legal knowledge and information by a small number of lawyers, along with the reduction of law education that was conducted as part of civic education. It is believed that various types of teaching methods such as PBL need to be attempted to establish law education as a liberal arts to foster democratic citizens with legal knowledge, information, and normative consciousness beyond the narrow scope of fostering professional lawyers.